PMID- 36252506
OWN - NLM
STAT- MEDLINE
DCOM- 20221201
LR  - 20221201
IS  - 1532-2793 (Electronic)
IS  - 0260-6917 (Linking)
VI  - 119
DP  - 2022 Dec
TI  - Implementation science in nursing education research: An exemplar.
PG  - 105580
LID - S0260-6917(22)00316-1 [pii]
LID - 10.1016/j.nedt.2022.105580 [doi]
AB  - INTRODUCTION: Using evidence-based teaching approaches can improve nursing 
      students' learning. However, variation in how - or if - these approaches are 
      implemented by faculty and nursing educators is prevalent. A thorough, applied 
      understanding of how evidence-based teaching approaches can best be implemented 
      in the educational setting is lacking. OBJECTIVES: The purpose of this project 
      was to use an implementation science framework to implement and evaluate the 
      quality of a doctor of nursing practice (DNP) course before and after 
      implementing evidence-based revisions to course delivery and composition. DESIGN: 
      A pre/post design was used to evaluate course outcomes following implementation 
      of evidence-based teaching approaches. SETTING: A small, private university in 
      the southeastern United States. PARTICIPANTS: Students who enrolled in a DNP 
      healthcare quality improvement course. METHODS: An implementation science 
      framework for integrating evidence-based teaching approaches was used to guide 
      this project. Revisions were made to a DNP course, with evidence-based teaching 
      approaches implemented using strategies including a dedicated course facilitator, 
      faculty education, interactive assistance to course faculty, and detailed rubrics 
      to ensure consistency in grading between sections. Outcomes included course 
      evaluation scores, qualitative student comments, and student engagement measured 
      via the average number of discussion board posts authored and read. RESULTS: 
      After using the implementation science framework to translate evidence-based 
      teaching approaches, there was a statistically significant improvement in three 
      course evaluation questions and the overall course mean. Qualitative comments 
      showed that students found the revisions beneficial to their learning. There was 
      no change in student engagement. CONCLUSIONS: Using a structured implementation 
      science framework and plan to translate and evaluate evidence-based teaching 
      approaches resulted in significant improvements in course outcomes. Nurse 
      educators should consider using an implementation framework to guide course 
      revisions.
CI  - Copyright (c) 2022 Elsevier Ltd. All rights reserved.
FAU - Reynolds, Staci S
AU  - Reynolds SS
AD  - Duke University School of Nursing, Clinical Nurse Specialist, Infection 
      Prevention & Hospital Epidemiology, Duke University Hospital, 307 Trent Drive, 
      Durham, NC 27710, United States of America. Electronic address: 
      Staci.reynolds@duke.edu.
FAU - Granger, Bradi B
AU  - Granger BB
AD  - Duke University School of Nursing, Director of Nursing Research, Heart Center, 
      Duke University Health System, 307 Trent Drive, Durham, NC 27710, United States 
      of America.
FAU - Oermann, Marilyn H
AU  - Oermann MH
AD  - Duke University School of Nursing, 307 Trent Drive, Durham, NC 27710, United 
      States of America. Electronic address: marilyn.oermann@duke.edu.
LA  - eng
PT  - Journal Article
DEP - 20221001
PL  - Scotland
TA  - Nurse Educ Today
JT  - Nurse education today
JID - 8511379
MH  - Humans
MH  - Nursing Education Research
MH  - *Curriculum
MH  - Implementation Science
MH  - *Students, Nursing
MH  - Learning
OTO - NOTNLM
OT  - Curriculum
OT  - Evidence-based teaching
OT  - Implementation science
OT  - Nursing education
COIS- Declaration of competing interest None.
EDAT- 2022/10/18 06:00
MHDA- 2022/12/02 06:00
CRDT- 2022/10/17 18:31
PHST- 2022/05/23 00:00 [received]
PHST- 2022/09/07 00:00 [revised]
PHST- 2022/09/25 00:00 [accepted]
PHST- 2022/10/18 06:00 [pubmed]
PHST- 2022/12/02 06:00 [medline]
PHST- 2022/10/17 18:31 [entrez]
AID - S0260-6917(22)00316-1 [pii]
AID - 10.1016/j.nedt.2022.105580 [doi]
PST - ppublish
SO  - Nurse Educ Today. 2022 Dec;119:105580. doi: 10.1016/j.nedt.2022.105580. Epub 2022 
      Oct 1.